Featured Publications

Featured Publications by the M3 Initiative

M3 Publications 2024- 2025 

Reeves, J., Leijgraaf, M. & Gu, X. (2024). “I am not the other”: A Yazidi American teacher’s identity work. InLanguage Teacher Identity Tensions: Nexus of Agency, Emotion, and Investment, edited by Zia Teheddin and Bedrettin Yazan.  New York: Routledge.

Catalano, T., Malgoubri, I., Shende, M., Ganesan, U., & *Pir, H. (2024).  Supporting multilingual learners and their home languages: Parent perspectives. Journal of Language, Identity and Education. https://doi.org/10.1080/15348458.2024.2424872

Hamann, E.T., Catalano, T., and Mitchell-McCullough, J. (2024). What Lau could have precipitated but didn’t: The stalled campaign for DLBE in the ‘Middle of Everywhere’. Bilingual Research Journal, Special Issue on “The Past, Present and Future of Language Rights in the United States: Lau v. Nichols 50^th Anniversary”. 47 (4), 367-391. https://doi.org/10.1080/15235882.2024.2412526

Kiramba, L. K., Ali, U. A., & Saeed, A. (2024). Exploring Identity Negotiations, Multiple Literacies, and Imagined Communities of Somali American High School Students. Research in the Teaching of English, 59(2), 187-212.

Leonard, A., Catalano, T.,Reeves, J., Wessels, S., Ganesan, U., *Barbici-Wagner, A., (2024). Developing interculturality in preservice teachers via dance storytelling. Journal of Dance Education. https://doi.org/10.1080/15290824.2024.2378159

Leygraaf, M. & Reeves, J. (2024). ‘This is not America’: Attempts to foster Dutch teacher candidates’ consciousness of racial inequity. In Preparing Antiracist Teachers: Fostering Antiracism and Equity in Teacher Education, pp. 23 – 38, edited by C.M.  Leider, C.L. Dobbs, and E. Nerlino. New York: Routledge.

Reeves, J., Leijgraaf, M. & Gu, X. (2024). “I am not the other”: A Yazidi American teacher’s identity work. InLanguage Teacher Identity Tensions: Nexus of Agency, Emotion, and Investment, edited by Zia Teheddin and Bedrettin Yazan.  New York: Routledge.

2025

Ataide Pinheiro, W., Chavez, R., & Nguyen, U. (2025). Exploring Gendered Experiences of High-Achieving Undergraduate Women in Mathematics. International Journal of Education in Mathematics, Science and Technology (IJEMST), 13(1), 40-60.https://doi.org/10.46328/ijemst.4361

Morales, A. R., Catalano, T., &. Bock Thiessen, C. (in press). Rehearsing a Revolution: Boal’s Forum Theater as a “4 Trans+” Approach to Bi/Multilingual Teacher Preparation and Development. International Journal of Multicultural Education special issue, Exploring the “4- Trans” in Bi/Multilingual Teacher Education: Transnationalism, Transculturalism, Translanguaging, and Transdisciplinarity.

Morales, A. R., Gallardo, M. C., Hamann, E., & Catalano, T. (Februrary 2025). Fuerza en la Solidaridad: Co-Creation of Racial Affinity Groups with Aspiring and Practicing BIPoC Teachers Resisting in White Spaces. The Teacher Educator. DOI: 10.1080/08878730.2025.2457057

Morales, A. R., Kiramba, L., Martinez, R., & Hamann, E. T. (2024). Imagineering more inclusive teacher education: Systemic approaches to challenging the predominance of whiteness in education. In E. T. Hamann, S. Herrera, S. Wortham, & E. G. Murillo (Eds.) Teaching and Learning in the New Latino Diaspora: Creating Culturally Responsive Practice. Teachers College Press.

Moran, D., Catalano, T., & Palala Martínez, H. (2024). Indigenous Latinx students and translanguaging:  The possibilities and challenges of using K’iche’ in a kindergarten Spanish-English handwriting classroom. Bilingual Research Journal. https://doi.org/10.1080/15235882.2024.2349654

Nguyen, U., & Riegle-Crumb, C. (2024). Gender Typicality and Engineering Attachment: Examining the Viewpoints of Women College Engineers and Variation by Race/Ethnicity. Behavioral Sciences, 14(7), 573, 1-20. https://doi.org/10.3390/bs14070573, 2-Year Impact Factor: 2.5, *Part of Special Issue: The Psychology of Underrepresentation in STEM (Science, Technology, Engineering and Mathematics).

Nguyen, U. (June 2025). Can She Relate? Examining Undergraduate Women’s Experiences with Engineering Peers. Paper to be presented at the 2025 American Society of Engineering Education (ASEE) Annual Conference and Exposition, Montreal, Quebec, Canada. 

PRESENTATIONS

2024  Catalano, T., “Critical Cultural Awareness and Critical Consciousness in World Language”. Paper presentation given with Inoussa Malgoubri for the American Council for Teachers of Foreign Languages Annual Conference, Philadelphia, Pennsylvania, November 22-24.

2024 Catalano, T. “Collaborating with All Communities: University/Rural Partnerships in Dual Language Programs”. To be presented with *Karla Andazola, Dan Moran, Ted Hamann, and *Odwuar Quiñonez at the International Conference on Immersion & Dual Language Education. Salt Lake City, Utah, October 3-5, 

2024 Catalano, T. “Valuing Indigenous languages in dual language programs: Handwriting as a vehicle for translanguaging” Roundtable presentation given with Dan Moran for the American Association of Applied Linguistics Annual Meeting 2024, Houston, Texas, March 18-21.

2024- Fernandez, L. & Nguyen, U. Exploring the Interplay Between Preservice Teachers' Mathematical Beliefs and Emergent Bilingual Students' Mathematics Education. Preliminary report presentation at the 2024 Annual Conference on Research in Undergraduate Mathematics Education (RUME), Omaha, NE. 

2025 Catalano, T., Bock Thiessen, C., & Morales, A. R. (February). 'Scaffolding for a Multilingual Stance: Innovative Practices in Teacher Education'. A paper accepted for presentation at the TESOL International Convention & Expo. Long Beach, CA.

2024 Hamann, T., Reeves, J., Wessels, S., Morales, A. R., & Nguyen, U., Herrera, S., & Holmes, M. (June). The Role of Anthropology in Both the Design and Study of a Multifaceted New Teacher Preparation Program: The Anthropological Case for Teacher Diversity. Panel presentation for the Royal Anthropological Institute (RAI) Major Conference: Anthropology and Education. London, UK.

2024 Morales, A. R. (April). YPAR Themes as an Index to Youth Voice About Education and Needed Change. A paper to be presented within the panel symposium, Lessons from an Encompassing Teacher Preparation/ Diversification Project at the American Education Research Association (AERA) annual meeting. Denver, CO.

2024 Morales, A. R., Tercero, I., & Boko, A. (February). Collaborative Discussions on Culture, Student Identity, and Student Funds of Knowledge in STEM Fields. Panel session at the 7th Annual STEM Education Conference. University of Texas Rio Grande Valley. Brownsville, TX.

2024 Nelson, R., Morales, A. R., Rodriguez-Arroyo, S., Pearson, F., Diaz, C., & Witte, A. (February). Contending with Complexities: Midwest Teacher Education Programs Reflecting on Current Structures. Paper Symposium presented at the Annual American Association of College of Teacher Education (AACTE) conference in Philadelphia, PA.

2024-Riegle-Crumb, C., Lyra, F., Nguyen, U., & Agarwal, R. (2024, April 11-14). A “Chilly Climate” with Engineering Faculty: Implications for Women’s Engineering Identity and Thoughts About Leaving. Paper presentation at the 2024 American Educational Research Association (AERA) Annual Meeting, Philadelphia, PA. 

2024- Riegle-Crumb, C., Burgess, C., Nguyen, U., & Russo-Tait, T. (2024, April 11-14). Considering Race and Critical Consciousness among Women College Engineers. Roundtable presentation at the 2024 AERA Annual Meeting, Philadelphia, PA.

2025- Nguyen, U. Can She Relate? Examining Undergraduate Women’s Experiences with Engineering Peers. Paper to be presented at the 2025 American Society of Engineering Education (ASEE) Annual Conference and Exposition, Montreal, Quebec, Canada. 

2025- Moomau, K., Salami, I. E., Daher, T., Deters, J., Nguyen, U., Perez, L., & Perry, L. (June 2025). Establishing the Baseline for a New [State] Engineering Inclusive Excellence Center. Work in progress to be presented at the 2025 American Society of Engineering Education (ASEE) Annual Conference and Exposition, Montreal, Quebec, Canada.

2025 Nguyen, U.  Can She Relate? Examining Undergraduate Women’s Experiences with Engineering Peers. Paper to be presented at the 2025 American Society of Engineering Education (ASEE) Annual Conference and Exposition, Montreal, Quebec, Canada. 

Featured Publications 2023

Barbici-Wagner, A., Catalano, T., & Meadows, B. (2023). Migrants, Covid-19, and Italy: A multimodal critical discourse analysis of the construction of and resistance to nationalist discourses. Critical Approaches to Discourse Analysis Across Disciplines (CADAAD). 15(1), 21-44.https://www.lancaster.ac.uk/fass/journals/cadaad/volume-15-2023/

Chan, E., & Ross, V. (Eds.). (Pre-press). Smudging composition lines of identity and teacher knowledge: Cross-cultural narrative inquiries into teaching and learning. Bingley, UK:Emerald Group Publishing Limited.

Hamann, E. T., Eckerson, J., & Larson, M., (2023). The High School in the Middle of Everywhere: Nebraska’s Lincoln High. In A. York, K. Welner, & L. Molner Kelley (Eds.) Schools of Opportunity. (pp. 158-175). Teachers College Press. https://digitalcommons.unl.edu/teachlearnfacpub/523

Hamann, E. T., & Bartlett, L. (2023). School Profile 1: Lincoln HS, Nebraska. In M. Bajaj, D. Walsh, L. Bartlett, & G. Martínez (Eds.) Humanizing Education for Immigrant & Refugee Youth: 20 Strategies for the Classroom & Beyond. (pp. 19-22). Teachers College Press.

Hamann, E. T. (2023). Policy Brief 2: Better Integrating the US-Origin Students in the Mexican Education System Through Effective Education Policies. In P. Gándara, V. Zúñiga, G. Peri, & S. Giorguli (Eds.) Report of the 2022 Forum on Education and Migration: The Future of the United States – Mexico Human Capital: Opportunities for a Bilateral Education and Migration Agenda (pp. 28-33). University of California – Alianza MX.

Levinson, B. A., Luna, M. E., & Hamann, E. T., (2023). Citizenship Education and Transnational (Im)migrant Groups in Mexico. In J. Banks (Ed.) Global Migration and Civic Education: Research, Policy, and Practices (pp. 35-49). Routledge.

Morales, A.R., Abrica, E., King, B. Thurston, L.P. & Montelone, B. (2023). ‘They need us to work together!’: Building university and community college transfer partnerships to increase culturally and linguistically diverse (CLD) student access and success. In A. Esmail (Ed.) Social Justice Perspectives on English Language Learners. Hamilton Books.

Reeves, J. (2023). Bilingual paraeducators’ navigation of narrow identity spaces in a rural elementary school. In Educating Multilingual Students in Rural Schools: Illuminating Diversity in Rural Communities in the United States, edited by M. R. Coady, P. Golombek, and N. Marichal. Leiden, pp. 70-97. The Netherlands: Brill.

Ross, V., & Chan, E., (2023). Multicultural teacher knowledge: Multicultural education curriculum informed by teacher and student experiences of diversity. Journal of Curriculum Studies.

Wang, P. & Catalano, T. (2023). ‘Chinese Virus’: A critical discourse analysis of anti-Asian racist discourse during the COVID-19 pandemic. Journal of Language and Discrimination. 7(1), 26-51. https://doi.org/10.1558/jld.23484

Featured Publications 2022

Casto, M. A., Ogle, J. P., DeMirjyn, M., Morales, A., & Silvas-Bernstein, S. (2022). Striving Towards Authenticity in the Self Through Dress and Appearance: Stories of Latina Adolescent Immigrants. Clothing and Textiles Research Journal, 0887302X221140339.

Catalano, T., Palala, H. & Moran, D. (2022). ‘I See You’: Indigenous Language Study in a Bilingual Teacher Education Program. International Journal of Bilingual Education and Bilingualism. DOI: 10.1080/13670050.2022.2072169. https://www.tandfonline.com/doi/full/10.1080/13670050.2022.2072169

Catalano, T. & Morales, A. (2022). Dancing across difference: Arts and community-based interventions as intercultural education. Intercultural Education. https://doi.org/10.1080/14675986.2021.2016214

Catalano, T. & Waugh, L. (2022). Chapter 9: Metonymies of migration: Media discourse about and by migrants. In M. Brdar & R. Brdar (Eds.). Figurative thought and language in action, (pp. 215-235). In Figurative Thought and Language Series. London: John Benjamins.

Ciuffetelli, D, Chan, E., & Ratnam, T. (2022). Social justice in teacher education: Equity, diversity, inclusion. Frontiers in Education. (E-Book)

Ganesan, U., & Morales, A. (2022). Developing intercultural competence in multilingual science classrooms: a narrative study. Research Square. DOI: https://doi.org/10.21203/rs.3.rs-2022714/v1

Gu, X. & Catalano, T. (2022). Representing transition experiences: A multimodal critical discourse analysis of young immigrants in children’s literature. Linguistics and Education. https://authors.elsevier.com/c/lfRXX3CKC-8vvd

Hamann, E. T., Catalano, T., & Moran, D. (2022). Planning Guide for Starting Dual Language Programs. Indianapolis, IN: Midwest and Plains Equity Assistance Center. https://greatlakesequity.org/resource/planning-guide-starting-dual-language-programs

Hamann, E. T., Zúñiga, V., & Sánchez García, J. (Eds.) (2022). Lo que conviene que los maestros mexicanos conozcan sobre la educación básica en Estados Unidos [What Mexican Teachers Need to Know About ‘Educación Básica’ in the United States]. Universidad Autónoma de Nuevo León Press. https://editorialuniversitariauanl.publica.la/library/publication/lo-que-los-maestros-mexicanos-conviene-que-conozcan-sobre-la-educacion-en-estados-unidos. Recognizing that Mexican schools host 800,000 students who were born in the US and/or who have attended school there, this Spanish-language book featuring leading US scholars of immigrant education will help Mexican teachers better understand and better account for the US education experiences of some of their students.

Hamann, E. T., Zúñiga, V., & Sánchez García, J. (2022). Introducción: cómo, por qué, y para quiénes se confeccionó este libro. In E. T. Hamann, V. Zúñiga, & J. Sánchez García (Eds.) Lo que los maestros mexicanos conviene que conozcan sobre la educación básica en Estados Unidos. (pp. 19-34). Editorial Universitaria Autónoma de Nuevo León.

Hernandez, S. J., & Hamann, E. T., (2022). Aprendiendo dos lenguas en la escuela en plena pandemia. In E. T. Hamann, V. Zúñiga, & J. Sánchez García (Eds.) Lo que los maestros mexicanos conviene que conozcan sobre la educación básica en Estados Unidos. (pp. 165- 178). Editorial Universitaria Autónoma de Nuevo León.

Hamann, E. T., Phillips, A., & Yunes-Koch, A. (2022). Student Mobility as an Underrecognized and Unattended to Problem for Predominantly American Indian School Districts in Nebraska. Journal of American Indian Education, 61(2): 34-62.

Hamann E. T., (2022). Diez cosas que maestros mexicanos deen saber de las escuelas estadounidenses. In M. Rodriguez Cruz & M. Zamora Chávez (Eds.) Abordajes inter- disciplinarios sobre la niñez y la adolescencia migrante en América Latina. (pp. 239-254). Editorial UNAM.

Hamann, E. T., Roman, B., Sánchez García, J., & Zuñiga, V. (2022). The value of pluri-national research teams for studying education and migration. In C. Magno, J. Lew, & S. Rodriguez (Eds.) (Re)Mapping migration and education: Methods, theory, and practice. (pp. 194- 211). Brill. https://doi.org/10.1163/9789004522732_010 https://digitalcommons.unl.edu/teachle rnfacpub/522

Hamann, E. T. & Harklau, L. (2022). Changing faces and persistent patterns for education in the New Latinx Diaspora. In E.G. Murillo (Ed.), Handbook of Latinos and Education (2nd edition) (pp. 81-92). Routledge. https://digitalcommons.unl.edu/teachlearnfacpub/525

Kananu Kiramba, L., Moundiba Traore, H., & Trainin, G. (2022). “At school, it’s a completely different world”: African immigrant youth agency and negotiation of their adaptation processes in US urban schools. Urban Education, 1-30. DOI: 10.1177/00420859221140407.

Morales, A., Espinoza, P., Duke, K. (2022). ‘What exists and what I need’: In search of critical, race-conscious mentoring for Latinx educators. In C. Gist & T. Bristol (Eds.) Handbook on Teachers of Color and Indigenous Teachers. American Education Research Association.

Reeves J. (2022). Understanding language teacher agency. In Theory and Practice in Second Language Teacher Identity: Researching, Theorizing, and Enacting, edited by K. Sadeghi and F. Ghaderi, pp. 75-88. Switzerland: Springer.

Wang, P. & Catalano, T. (2022). Social media, right-wing populism, and COVID-19: A multimodal critical discourse analysis of reactions to the “Chinese Virus” discourse. In A. Musolff, R. Breeze, K. Kondo, and S. Vilar-Lluch (Eds.), Pandemic and Crisis Discourse. Bloomsbury Linguistics.

Wang, P., Gu, X., & Morales, A. R. (2022). “It was just my name!”: A CRT/CRF Analysis of International Female Graduate Students’ Perception and Experiences Regarding Their Ethnic Name. Journal of International Students, 13(2). https://doi.org/10.21203/rs.3.rs-2022714/v1

Featured Publications 2021

Catalano, T., Ganesan, U., Barbici-Wagner, A., Leonard, A., Wessels, S., Reeves, J. (published online, 2021). Dance as Dialog: A metaphor analysis of arts and community-based learning with preservice teachers and a local refugee community. Teaching and Teacher Education. https://doi.org/10.1016/j.tate.2021.103369 

Catalano, T. & Muñoz-Barriga, A. (2021). Shaping the teaching and learning of intercultural communication through virtual mobility. Special issue of Intercultural Communication Education. 4(1), 75-89.

Hamann, E. T. (2021). Las implicaciones de la migración transnacional entre Estados Unidos / México para el desarrollo profesional de los docentes: perspectivas antropológicas. Anales de Antropología, 55(1): 107-116. https://digitalcommons.unl.edu/teachlearnfacpub/430 or http://dx.doi.org/10.22201/iia.24486221e.2021.1.72226

Hamann, E. T. & Catalano, T. (2021). Picturing Dual Language and Gentrification: An Analysis of Visual Media and Their Connection to Language Policy. Language Policy, 20(3): 413-434. https://digitalcommons.unl.edu/teachlearnfacpub/445/ 

Hamann, E. T. & Zúñiga, V. (2021). What educators in Mexico and in the United States need to know and acknowledge to attend to the educational needs of transnational students. In P. Gándara & B. Jensen (Eds.), The Students We Share: Preparing US and Mexican Educators for Our Transnational Future (pp. 99-117). Albany, NY: SUNY Press.

Featured Publications 2020

Catalano, T. (2020). The visual representation of dual language education. Visual Communication. 0 (0), 1-23. https://doi.org/10.1177/1470357220904395

Catalano, T., Kiramba, L.K. & Viesca, K. (2020). Transformative interviewing and the experiences of multilingual learners not labeled “ELL” in US schools. Bilingual Research Journal, 43(2), 178-195. https://doi.org/10.1080/15235882.2020.1738287 

Gray, T. (2020). Teaching and learning amid demographic change: A thematic review of school responses to newcomer students in the new Latinx diaspora, Journal of Latinos and Education, DOI: 10.1080/15348431.2020.1819284  

Hamann, E. T. (2020). Partners, not adversaries: Higher Education and Diverse Schools. Practicing Anthropology, 42(3), 52-56.

I.J., Jackson, C. & Martinez, R. (2020). Impact of an online course of teaching emergent bilinguals mathematical learning. Mathematics   Teacher Education and Development, 22(1), 68-90

I. J., Ogden, K., Martinez, R. & Araujo-Grando, B. (2020). Goats in the fence: implementing modeling with ELLs. Teaching for Excellence and Equity in Mathematics, 11(3), 16-23.

Levinson, B. A., Luna, M. E., & Hamann, E. T., (2020). Citizenship Education and Transnational (Im)migrant Groups in Mexico. Intercultural Education. https://doi.org/10.1080/14675986.2020.1794571

Martinez, R., Adams, M. & Lindfors-Navarro (In Press). Mathematics with open arms: embracing self and others. In Cammarota J., LiberatoryPractice for Learning: Dismantling Social Inequality, and Individualism with Ancient Wisdom. Palgrave Macmillan

Martinez, R., & I.J. (2019). Mathematics as a Conscious Raising Experience: A Bridge Towards Social Transformation. North American Chapter of the International Group for the Psychology of Mathematics Education. 41, 250-260.

Morales, A., & Raible, J. (2020). To Teach as We are Known: The critical ‘heart and soul’ work of teacher educators of color in multicultural learning contexts. In K. Sprott, J. O’Connor, & C. Msengi (Eds.). Designing Culturally Competent Programming for PK-20 Classrooms. Hershey, PA.: IGI Global.

Morales, A., Espinoza, P., Duke, K. (2020). ‘What exists and what I need’: In search of critical, race-conscious mentoring for Latinx educators. The AERA Handbook on Teachers of Color.

Morales, A. (2019). The power of not being alone. Hispanic Outlook on Education Magazine, 30(1). American Association of Hispanics in Higher Education. Retrieved from https://www.hispanicoutlook.com/education-magazine/october-2019-issue#undefined%2F

Morales, A. (2019). Understanding and Valuing Rural Dexterity: Experiential Funds of Knowledge, Science Education, and Rural Kids. Special issue, Framing an Education Research Agenda of/for the Great Plains, Great Plains Research, 45-52.

Vandeyar, S. & Catalano, T.  (2020). Language and identity: Multilingual immigrant learners in South Africa. Language Matters. 51(2), 106-128, https://doi.org/10.1080/10228195.2020.1769713

Zúñiga, V., & Hamann, E. T. (2020). The 0.5 Generation: Children's Voices about "Return" Migration from the United States to Mexico. Children’s Geographies. https://doi.org/10.1080/14733285.2020.1743818

Zúñiga, V. & Hamann, E. T. (2020). Transnational schooling entails linguistic ruptures: Students moving between the United States and Mexico. ReVista, the Harvard Review of Latin America. https://revista.drclas.harvard.edu/book/crossing-borders?admin_panel=1

Catalano, T. Reeves, J. & Wessels, S. (2018). "The soccer field, it has dirt”: A critical analysis of teacher learners in contact with emergent multilingual students". Critical Inquiry in Language Studies. 15(1), 1-20.  https://www.tandfonline.com/doi/full/10.1080/15427587.2017.1329626?casa_token=1FmbySmrQ14AAAAA:n_RfaFC2a- e9YMIjp3uupt_gv2_Mn8P5iRg1ePxfMy6fDarUyLcENVtiA2AMjk93t97pKnSYa4Kw

Catalano, T.  (2016). Talking about global migration: Implications for language teaching. In series: New Perspectives in Language and Education. Bristol, U.K.: Multilingual Matters.

Catalano, T. & Moeller, A. J. (2013). Media discourse and dual language programs: A critical linguistic analysis. Discourse, Context & Media. 2 (4). 165-174. https://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=1141&context=teachlearnfacpub

Chan, E. (2017). Teacher experiences of culture in the curriculum. In D. J. Flinders & S. J. Thornton (Eds.), The Curriculum Studies Reader (Fifth Edition) (Chapter 25- pp. 323-336). New York: Routledge.

Chan, E. (2017). A narrative research study: Living in the space between participant and researcher as a narrative inquirer: Examining ethnic identity of Chinese Canadian students as conflicting stories to live by. In J. W. Creswell and C. N. Poth (Eds.), Qualitative Inquiry and Research Design: Choosing among five approaches (Fourth Edition) (pp. 329-348). Thousand Oaks, CA: Sage Publications, Inc.

Chan, E., & Ross, V. (2014). Narrative understandings of a school equity policy: Intersecting student, teacher, parent, and administrator perspectives. Journal of Curriculum Studies, 46(5), 656-675.

Conklin, H., Gatti, L., & Kapadia Matsko, K. (2019). “Teaching toward which ends? Residency candidates navigating competing programmatic aims.” Book chapter for edited book, Becoming a Teacher in an Age of Reform: Global Lessons for Teacher Preparation and the Teaching Profession. Editors: T. Jameson Brewer (University of North Georgia) and Christopher Lubienski (Indiana University). Teachers College Press.

Gatti, L. and Catalano, T. (2015). “The business of learning to teach: A Critical Metaphor Analysis of one Teacher’s Journey.” Teaching and Teacher Education, v. 45, 149-160. https://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=1182&context=teachlearnfacpub

Hamann, E. T., & Mitchell-McCollough, J. (2019). The Paradoxical Implications of Deported American Students. In E. Crawford, L. Dorner, & E. Bonney (Eds.) Educational Leadership of Immigrants: Case Studies in Times of Change (pp. 88-95). New York: Routledge. 

Hamann, E. T., Zúñiga, V., & Sánchez García, J. (2018). Where Should My Child Go to School?  Parent and Child Considerations in Binational Families. In M. T. de Guzman, J. Brown, & C. Edwards (Eds.), Parenting from Afar: The Reconfiguration of the Family Across Distance (pp. 339-350). New York: Oxford University Press. http://digitalcommons.unl.edu/teachlearnfacpub/311

Hamann, E. T., Zúñiga, V., & Sánchez García, J. (2017). Identifying the Anthropological in a Mixed Methods Study of Transnational Students in Mexican Schools. Current Anthropology. 58(1), 124-132. https://digitalcommons.unl.edu/teachlearnfacpub/345/

Hammer, S. Viesca, K.M., & Commins, N. (Eds.) (2020). Teaching content and language in the multilingual classroom: International research in policy, perspectives, preparation, and practice.  New York, NY: Routledge.

Kiramba, L.K. & Oloo, J.A. (2019). “It’s OK. She doesn’t even speak English.” Narratives of language, culture, and identity negotiation by immigrant high school students. Urban Education. https://doi.org/10.1177/0042085919873696 

Kiramba, L.K & Harris, V.J. (2019). Navigating authoritative discourses in a multilingual classroom: Conversations with policy and practice. TESOL Quarterly, 52(2), 482-513. doi:10.1002/tesq.493 

Moeller, A, J. & Abbott, M. G. (2018). Creating a new normal:  Language education for all. Foreign Language Annals 51:12-23. https://doi.org/10.1111/flan.12310 Video available on Wiley Online. (Lead article).

 Moeller, A. J. and Faltin Osborn, S.R.  (2014). A pragmatist perspective on building intercultural communicative competency: From theory to classroom practice. Foreign Language Annals. 47 (4).669-683. Video available on Wiley http://onlinelibrary.wiley.com/journal/10.1111/%28ISSN%291944-9720 

 Moeller, A. J. and Nugent, K. (2014). Building intercultural competence in the language classroom. Unlock the Gateway to Communication. Central States Conference Report. Pg. 1-18. Stephanie Dhonau, Editor. EauClaire, WI: Crown PrintsMorales, A., Abrica, E., & Herrera, S. (2019). The Mañana Complex: A Revelatory Narrative of White Innocence and Racial Disgust Toward Mexican American Children. The Urban Review. DOI: https://rdcu.be/bmtTu.  

Morales, A. (2018). Within and beyond a Grow-Your-Own-Teacher program: Documenting the contextualized preparation and professional development experiences of critically conscious Latina teachers. In New qualitative research on conscientizing pre- service and in-service teachers, Teaching Education, 29(4), 357-369.

Reeves, J. (2018). Teacher identity work in neoliberal schooling spaces. Teaching and Teacher Education: An International Journal of Research and Studies, 72(1), 98-106.

Sarroub. L. K. https://loukiaksarroub.com/selected-publications
http://loukiaksarroub.com.

Viesca, K.M., Strom, K., Hammer, S., Masterson, J., Linzell C.H., Mitchell-McCollough, J., & Flynn, N. (2019). Developing a complex portrait of content teaching for multilingual learners via nonlinear theoretical understandings. Review of Research in Education, 43, 304-335. https://doi.org/10.3102/0091732X18820910 

Viesca, K. M., & Teemant, A. (2019). Preparing mainstream content teachers to work with bi/multilingual students in L. C. de Oliveira (Ed). The Handbook of TESOL in K-12. pp. 371-386. Hoboken, NJ: Wiley and Sons.